Fig 1.
Conceptual model of online teaching effectiveness.
This conceptual model illustrates the key antecedent factors and their direct associations with online teaching effectiveness, including teachers’ acceptability for teachers, teaching technological support, online course design and implementation, students’ autonomous learning and teachers’ technological pedagogical and content knowledge (TPACK). All identified factors are posited as core drivers of the effectiveness of online teaching practices.
Table 1.
Demographic characteristics of the sample.
Table 2.
Descriptive statistical analysis of the variables.
Table 3.
Results of the reliability and validity tests.
Table 4.
Results of the configuration analysis.
Table 5.
Configurations for online teaching effectiveness.
Fig 2.
XY scatter-plots of online teaching effectiveness in Configuration1a and 1a’.
XY scatter plots of online teaching effectiveness in Configuration 1a and Configuration 1a’Scatter plots depicting the distribution of online teaching effectiveness values for Configuration 1a (left panel, analyzed using sub-sample 1) and Configuration 1a’ (right panel, analyzed using sub-sample 2). The x-axis and y-axis represent the continuous value range of online teaching effectiveness from 0.0 to 1.0, reflecting the variability and distribution characteristics of the outcome variable across the two sub-samples.
Table 6.
Results of the Tobit regression analysis for online teaching effectiveness.